# Post-Pandemic Virtual Teaching Self-Efficacy: Insights from Medical Educators at Shiraz University of Medical Sciences, Iran

## TL;DR

This study examines how confident medical educators at Shiraz University in Iran feel about teaching online after the pandemic, finding that most have moderate to high confidence despite no strong link to demographic factors.

## Contribution

The study provides new insights into virtual teaching self-efficacy among medical faculty in post-pandemic Iran, highlighting the need for ongoing support and training.

## Key findings

- Approximately 70% of faculty members reported moderate to high self-efficacy in virtual teaching.
- No significant relationships were found between demographic factors and self-efficacy scores.
- The average self-efficacy score was 56.17, indicating moderately high confidence in online teaching.

## Abstract

The COVID-19 pandemic has highlighted the importance of teacher self-efficacy in online instruction, with virtual teaching models associated with lower efficacy scores compared to in-person formats. This study assessed the self-efficacy of faculty members at Shiraz University of Medical Sciences (SUMS) in online teaching, with a focus on the impact of demographic factors and specialty areas on virtual teaching efficacy post-COVID-19.

This cross-sectional analytic study was conducted between July 2023 and August 2024, on 203 clinical faculty members from Shiraz University of Medical Sciences. Participants included professors with at least one year of clinical experience and who were actively teaching in one of the university’s hospitals. The Teachers’ Sense of Self-Efficacy Scale (TSES), developed by Tanchan-Moran and Hoy, was used to assess self-efficacy. The instrument was translated from English to Farsi using forward-backward translation methods. Internal consistency and validity were confirmed. Descriptive statistics, one-way ANOVA, t-tests, and chi-square tests were used to analyze the data.

The average (SD) work experience of participants was 15.11 (8.89) years, with most being male, married, and working in the medical field. The internal consistency of TSES was excellent (Cronbach’s alpha is 0.94). The average (SD) self-efficacy score of participants was 56.17 (14.62), with a minimum score of 22 and a maximum score of 110. Additionally, no significant regression relationships were found between demographic factors (sex, work experience, field of activity, and marital status) and the self-efficacy score. Approximately 70% of the faculty members reported a moderate to high self-efficacy in virtual teaching.

This study provides valuable insights into the self-efficacy of SUMS faculty members in online education following the COVID-19 pandemic. While the study recommends that overall self-efficacy levels are moderately high, there is an ongoing need for continued investment in faculty development programs and support to confirm effective online teaching practices and address the evolving needs of medical education.